Understanding 1917 & Beyond
Lesson 1 - First Dáil Éireann
After Sinn Féin’s victory in the 1918 general election, the elected members refused to attend parliament in Westminster, instead choosing to form a parliament in Dublin – the First Dáil Éireann (Irish for “Assembly of Ireland”).
Resources with links to Statutory Requirements
Intentions
Intentions
- Review the resources and links in order to understand why Sinn Féin’s victory in the 1918 General Election was a significant factor in the establishment of the First Dáil and what the establishment of the First Dáil meant for the island of Ireland in the short and long term.
- Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic.
The First Dáil I
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal Understanding)
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.
(Citizenship)
Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.
(Media Awareness)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Explore the power of a range of communication techniques to inform, entertain, influence and persuade.
(Media Awareness)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Explore the power of a range of communication techniques to inform, entertain, influence and persuade.
(Media Awareness)
Learning For Life and Work: Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
RTÉ Archives
Tags: Info, Video, Audio, Source Material
The First Dail II
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal Understanding)
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.
(Citizenship)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Learning For Life and Work: Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
History Ireland
Tags: Info, Article, Images
The First Dáil III
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal Understanding)
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.
(Citizenship)
Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.
(Media Awareness)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Learning For Life and Work: Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
Investigate ways in which individuals and groups express their identity.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
TheJournal.ie
Tags: Info, Article, Source Material
Constitution of Dáil Éireann
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal Understanding)
(Objective 2) Developing pupils as Contributors to Society
Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.
(Citizenship)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Learning For Life and Work: Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
Investigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community.
RTÉ Archives - Documents on Irish Foreign Policy
Tag: Source Material
Parliament in Ireland
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal Understanding)
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.
(Citizenship)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Learning For Life and Work: Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
Oireachtas.ie
Tag: Info
Opportunities for Cross Curricular learning
Using ICT
The resources examine the topic utilizing a number of different media, which serve to engage pupils with the material, challenging them to think more creatively and encourage discussion.
The resources could inspire tasks that would support presenting, researching, desktop publishing and working with sound.
Communication
The resources provide pupils with the opportunity to develop their talking and listening, reading and writing skills through independent learning and shared experience.
Opportunities for Thinking Skills and Personal Capabilities
Using the content, pupils have the opportunity to investigate meaning, explore ideas and analyse the information they are provided with. Within their individual learning, through group work and by questioning ideas, there is ample scope within the materials to include a focus on TS & PC. For this section, the following strands from the TS & PC framework are the most obvious to consider:
Managing Information
Pupils have the opportunity to:
- use their own and others’ ideas to locate sources of information;
- select, classify, compare and evaluate information;
- select the most appropriate method for a task; and
- communicate with a sense of audience and purpose.
Thinking, Problem-Solving and Decision-Making
Pupils have the opportunity to:
- make links between cause and effect; and
- use different types of questions.
Being Creative
Pupils have the opportunity to:
- experiment with ideas and questions;
- learn from and value other people’s ideas; and
- take risks for learning.
Working with Others
Pupils have the opportunity to:
- listen actively and share opinions;
- give and respond to feedback;
- be fair;
- respect the views and opinions of others and reach agreements using negotiation and compromise; and
- suggest ways of improving their approach to working collaboratively.
Self-Management
Pupils have the opportunity to:
- be aware of their personal strengths, limitations and interests;
- organise and plan how to go about a task;
- focus, sustain attention and persist with tasks;
- review learning and some aspect that might be improved;
- learn ways to manage their own time; and
- compare their own approach with others’ and in different contexts.
Opportunities to develop
Possible Task
Using brainstorming software, create a diagram that represents the structure of the Dáil.
Working in pairs, research the constitution of the first Dáil Éireann and create a diagram that explains how the Dáil is structured. You should also annotate the diagram with what you see as the most important details of the constitution.
Areas of Learning: Environment and Society (History), Learning For Life and Work (Local and Global Citizenship)
